Andrea M. Capizzi

The cognitive correlates of third-grade skill in arithmetic, algorithmic computation, and arithmetic word problems

The purpose of this study was to examine the cognitive correlates of 3rd-grade skill in arithmetic, algorithmic computation, and arithmetic word problems. Third graders (N = 312) were measured on language, nonverbal problem solving, concept formation, processing speed, long-term memory, working memory, phonological decoding, and sight word efficiency as well as on arithmetic, algorithmic computation, and arithmetic word problems. Teacher ratings of inattentive behavior also were collected. Path analysis indicated that arithmetic was linked to algorithmic computation and to arithmetic word problems and that inattentive behavior independently predicted all 3 aspects of mathematics performance. Other independent predictors of arithmetic were phonological decoding and processing speed. Other independent predictors of arithmetic word problems were nonverbal problem solving, concept formation, sight word efficiency, and language.

The Effects of Computer-Assisted Instruction on Number Combination Skill in At-Risk First Graders

The purpose of this pilot study was to assess the potential for computer-assisted instruction (CAI) to enhance number combination skill among children with concurrent risk for math disability and reading disability. A secondary purpose was to examine the effects of CAI on spelling. At-risk students were assigned randomly to math or spelling CAI, which they received in 50 sessions over 18 weeks. Acquisition and transfer effects were assessed. The results indicated that math CAI was effective in promoting addition but not subtraction number combination skill and that transfer to arithmetic story problems did not occur. Spelling CAI effects were reliable on acquisition and transfer spelling measures, with small to moderate effect sizes on transfer to reading measures. These results provide the basis for additional work with larger samples.

Secondary Prevention Efforts at the Middle School Level: An Application of the Behavior Education Program

In this study we examine the impact of the Behavior Education Program (BEP; Hawken, MacLeod, & Rawlings, 2007) with four middle school students who were not responsive to a comprehensive primary prevention program including academic, behavioral and social components. To extend this line of inquiry we (a) conducted a functional behavioral assessment prior to implementing the BEP and (b) employed a changing criterion design to determine if a functional relation could be established between the introduction of the BEP program and changes in student performance. Results suggest this intervention may be effective for students whose challenging behaviors are maintained by attention and escape. However, the variability in scores raises questions and concerns regarding the nature of the behavior change that may have occurred. Additional limitations and future direction are discussed.

From Assessment to Annual Goal: Engaging a Decision-Making Process in Writing Measurable IEPs.

Engler,” a reading and math special education teacher, returned to her resource room refreshed and ready to start a new year. Within the first month, she gained a new student, “Paula,” who had transferred from a school across town. When Ms. Engler reviewed Paula’s individualized education program, however, she realized that it would be very difficult for her to monitor progress on the goals as currently written: Goals such as “Paula will improve her reading comprehension” and “Paula will complete word problems” were vague and not measurable. The present levels of academic achievement and functional performance included for Paula’s academic skills didn’t give Ms. Engler any idea of Paula’s current reading and math functioning. Paula’s IEP also didn’t provide information needed by “Ms. Sura,” the speech/language pathologist. Fortunately, a recent assessment report was included in Paula’s file and Ms. Engler and the IEP team were able to use the report, along with a bit of additional assessment of Paula’s skills, to write a comprehensive, measurable, and meaningful IEP that was more suited to Paula’s needs. Many teachers face situations like Ms. Engler’s when they gain new students in their programs. Despite federal regulations requiring measurable individualized education programs (IEPs), IEPs are often vague and unfocused, making them difficult to use in guiding instructional planning. Although a well-written IEP can be time consuming and labor intensive, a clearly written IEP, based on documented student needs, can and should be a guidepost for selecting and designing effective instructional strategies to best meet a student’s needs. Assessment information is essential to developing measurable objectives that make IEPs useful. Writing effective IEPs based on student assessment data does not have to be difficult. IEP teams can use several strategies to incorporate assessment data and develop assessment-based present levels of academic achievement and functional performance (PLAAFP), annual goals, and short-term objectives (STOs).

Using a Curriculum-Based Measurement Graphic Organizer to Facilitate Collaboration in Reading

Curriculum-based measurement (CBM) is a useful tool for both general and special educators to evaluate and improve student achievement. Although it is backed by more than 30 years of research and validation, particularly in reading, many teachers still do not use CBM in their classrooms. Historically, the use of CBM to guide instructional changes is more familiar to special education teachers than to general education teachers. The purpose of this article is to provide an overview of CBM, along with a graphic organizer worksheet, to help teachers get started with using CBM in reading. First, CBM and its relationship to response to intervention (RTI) are discussed. Second, challenges to the use of CBM are addressed, and instructions for using the graphic organizer worksheet are provided. Finally, strategies are suggested to facilitate the use of CBM to enhance collaboration among general and special education teachers.

Extending Responsiveness-to-Intervention to Math Problem-Solving at Third Grade

The Center on Accelerating Student Learning (CASL) is a collaborative partnership among faculty at Vanderbilt University (Lynn and Doug Fuchs), Columbia University (Joanna Williams), and the University of Maryland (Steve Graham and Karen Harris, Vanderbilt University). CASL’s goal is to identify instructional practices that accelerate the learning of children with disabilities in kindergarten through Grade 3. This includes the development of effective, multicomponent instructional interventions in reading, writing, and math, which focus on basic skills and higher-order learning, and promote fluency, transfer, and maintenance. As part of the CASL research program, we validated an intervention to enhance mathematical problem-solving at third grade. We call this intervention “Hot Math.” (See Fuchs, Fuchs, Prentice, Burch, & Paulsen, 2002.)

Working Collaboratively with Support Staff for Inclusive Education

Abstract Teachers play a vital role in the structure of their classrooms. Part of this structure is having a clear understanding of the importance of not only supporting their students, but also the teacher assistants/support staff with whom they collaborate. Providing teacher assistants/support staff with guidance, information on student needs and classroom structures, team-building strategies, training, and supervision sets the stage for a positive climate for collaboration, teamwork, and learning. Consequently, teachers should be proactive and diligent to ensure high-quality training and supervision for teacher assistants/support staff, as this will have a direct impact on the services and learning opportunities being provided to the students.